Unit 3 – Active

Listening and
Interview Skills
What is your go-to
comfort food on a
bad day?
In pairs or trios, share your
answers to the question.

Objectives
Listening vs.
Hearing: What’s the
Difference?
• Hearing: Sound waves are
received by your ear.
• Listening: Actively making sense
of the sounds.

The complementary
nature of speaking
and listening in
communication
• When you speak, the message is
only as effective as the listener’s
ability to interpret and process it.
• When you listen actively, you
attempt to understand meaning,
not just hear words.
• Especially through the constructivist
and transactional lenses, these two
actions are complementary

The complementary
nature of speaking
and listening in
communication
• The speaker crafts a clear,
engaging message that addresses
the audience’s needs.
• Uses verbal and nonverbal cues
to keep their attention.
• The listener’s role is to be
present, interpret both verbal and
nonverbal signals, and respond
thoughtfully.
• Give feedback through body
language, nodding, or asking
clarifying questions.
What Stops Us
From Listening?
• Internal noise:
Preoccupation, emotions,
fatigue, or preconceived
opinions that distract you
from the message.
• External noise: Noise,
distractions, or physical
discomfort.
• Memory overload: Too
much information at once.
• Lack of effort: Simply not
trying to listen.
Pseudolistening:
Are You Really
Paying Attention?
Pseudolistening is
when a person
pretends to be
listening, seeming
engaged in the
conversation, but they
are distracted or
listening selectively
Four common ways
we pseudolisten:
• Self-centered listening: Listening
for your turn to speak.
• Defensive listening: Hearing only
potential attacks or being ready to
refute.
• Mindless listening: Pretending to
listen.
• Multitasking: Listening while
doing something else.
When was the
last time you
were
pseudolistening
and how?
What type of
barrier was
most present
(internal,
external,
memory
overload, lack of
effort)?

Active
Listening
• Active listening is the process of
fully focusing on, understanding,
and responding to a speaker.
Active listening requires effort
and engagement.
• Active listening helps avoid
misunderstandings, builds
relationships, and ensures clear
communication, especially in
workplace settings.

How Listening Can

Help Your Career
• Good listeners are more likely to
be promoted and become better
supervisors.
• Listening prevents
misunderstandings and fosters
teamwork.
• Example: In customer service,
listening carefully can solve
problems faster and improve
customer satisfaction.

Stages of active
listening
• Receiving: Focus on the speaker
without distractions.
• Understanding: Ensure you grasp
the main ideas. Clarify if needed
• Evaluating: Analyze the message’s
content.
• Responding: Provide feedback or
paraphrase to show
understanding.
These are not linear, being at play
dynamically!

Active
Listening
Techniques
• Paraphrasing: Restating what the
speaker said in your own words to
confirm understanding.
• Summarizing: Condensing the
message to highlight main points.
• Non-verbal Cues: Maintain eye
contact, nodding, and using facial
expressions to show engagement.

Active
Listening
Techniques
• Paraphrasing: Restating someone
else’s message in your own words.
• Confirms understanding and shows
active engagement with the content
• Summarizing: Briefly outlining the
main points of a longer message
without losing the core meaning
• Useful in workplace communication
when delivering a quick recap of a
meeting, project status, or
instructions.

• Non-verbal feedback:
Communicates that you are
listening.
Note: You cannot paraphrase or
summarize effectively if you haven’t
listened actively.

Think-Pair-Share
In the next slide, you will see three
sentences that form an idea.
• Individually: Paraphrase each
sentence separately by expressing
the main points in your own
words. Then, consider the three
sentences as a whole and
summarize the entire message in
one sentence.
• In pairs: Share your paraphrases
and summary. Did you focus on
similar main points? Were both
summaries comprehensive?
Together, write a summary of the
sentences that encompasses the
main idea.

• Whole-class: Two teams share the

results of their discussion and the
agreed-upon summary.

Paraphrasing and
summarizing
practice
Professional
Role Model
Interview
and
Presentation
Assignment
Overview
• Choose and interview a
professional relevant to your
career interests.
• Select a non-family role model in
your desired field.
• Assignment Components: Conduct
an Interview and document
responses.
• Create a presentation with slides (3-4
minutes) reporting on the interview
(details on Canvas).
• Develop a formal outline: Use the
template to organize key points and
guide your presentation.
• Grading: 70% Presentation | 30%
Outline

Information your
speech must
include
• Brief introduction to your
interviewee and why you chose
them.
• Brief context on where and when
you conducted the interview.
• Highlights from the interview
focusing on their career
journey, challenges, and advice.
• Reflections on what you learned
and how it applies to your career
path.
• Your slides should include photos of
your interviewee (with permission),
the workplace, or where you met.
Also, include a memorable quote
from the interview.
Homework:
Bring a list
of three
people you
may contact
for this
assignment.
 Unit 3 – Active
Listening and
Interview Skills
Sit with someone
with whom you
have never of just
one time worked
before. Groups
may be
designated.
 In pairs or trios, share your
answers to the question.

Review of
assignment
components
• Components:
• Interview with a mentor
or role model. With
permission, record
audio and take a
picture! (suggested
questions provided)
 • Formal outline of
findings (outline
template provided)
• Short speech with
supporting slides (3-4
minutes)
• Due Date: Submit
outline and slides on
Canvas
• Prepare to deliver the
speech during class
Check in –
Who are your
three potential
interviewees?
Information your
speech must
include
• Brief introduction to your
interviewee and why you chose
them.
• Brief context on where and when
you conducted the interview.
• Highlights from the interview
focusing on their career
journey, challenges, and advice.
• Reflections on what you learned
and how it applies to your career
path.
• Your slides should include photos of
your interviewee (with permission),
the workplace, or where you met.
Also, include a memorable quote
from the interview.

Suggested timeline
to complete the
assignment - TR
Suggested timeline
to complete the
assignment - MWF
Objectives
Recap
• How are listening and
speaking interrelated?
• What is pseudolistening
and how it manifests?
• What are some active
listening techniques?
Importance of
note-taking
• Note-taking helps retain information
for later recall.
• Writing down key points keeps you
engaged during listening.
• Forces you to condense and process
information in real-time.
• It will be crucial for your Role Model
interview!

Effective note-
taking Strategies
• Summarizing: Jot down only the most
important points rather than trying to
capture everything verbatim.
• Using Keywords: Focus on main ideas,
names, dates, and actions.
• Organizing Notes: Use bullet points or
headings to structure notes in a logical
manner.

Creating
rapport in an
interview or
conversation
• Non-verbal feedback
• Verbal feedback
• Open-ended questions
• Follow-up questions
• Mirroring
Building rapport
• Non-verbal feedback: Nodding, facial
expressions and eye contact, posture.
• They invite the person to develop their
points.

• Verbal feedback: Paraphrase or

summarize what’s been said.
• Make the person feel heard.
 • Reflect on important points: “It sounds
like you felt...”

Open-ended questions
• Open-ended questions: Cannot be
answered with “yes” or “no”.
• Ask “why” and “how”
• Encourage more in-depth discussion.
• For example, instead of “Did you feel ….”,
“How did you feel?”

Close-ended versus
open-ended
questions
Assignment-specific
open-ended
questions
• "Can you tell me about a time
when you faced a major
challenge and how you
overcame it?“
• "What inspired you to pursue
your current career or role?“
• "How has your approach to
leadership evolved over the
years?“
• "What do you consider to be
your most significant
accomplishment, and why?"
Building rapport:
Follow-ups
• Clarify: If something is unclear, ask the
interviewee to explain further.
• Example: "Could you clarify what you
meant by...?“

• When the interviewee says something

unexpected, use follow-ups to explore
that idea further.
• Example: "That’s an interesting point—
what led you to that conclusion?“
• follow-ups when the initial answer feels
too surface-level.
• Example: "Can you go into more detail
about how you handled that situation?"

Follow-ups
examples
• "Could you walk me through
how you handled that?“
• "What were some of the
challenges you faced, and how
did you overcome them?“
• "Why do you believe that
decision was the right one at
the time?“
• "How has that experience
shaped your approach today?"
Building rapport:
Mirroring
• Repeating the last few words or key
phrases that the speaker has said.
• Helps build rapport by reflecting their
language.
• Repeat as a question or a neutral
statement.
• Keeps the conversation flowing.

Mirroring examples
Speaker: "I realized early on that
communication is the key to a
successful team.“
You: "Communication is the key to
success?“

S: ”I’ve been trying different

approaches to improve my time
management, but it’s still a
challenge."
Y: "Time management is still a
challenge?“
S: "The biggest issue we faced was
coordinating between the
departments."
Y: "Coordinating was the biggest
issue?"

Think-Pair-Share
• Individually: Take a few minutes
to think of a personal experience
that was memorable for
whatever reason. Think of the
“where, when, who, and what” of
the story. It can be funny, sad,
surprising, or anything you are
comfortable sharing. (2-3
minutes)
• In pairs: Take turns being the
storyteller and the interviewer.
When interviewing, use the
questions on Canvas (“Questions –
Personal experience”) to further
understand and take notes. Apply
active listening through non-
verbal cues showing attention. (4-
5 minutes)

• Whole-class: Volunteers recount

the story of their partner using
their notes. The storyteller
confirms the accuracy and points
out any missed or misinterpreted
details.
 Recap
• What are some strategies
to take notes?
• How is note-taking helpful?
• What are five practices or
techniques we can use to
build rapport and have
deeper conversations?

Interview rehearsal
• This activity will be a rehearsal of
your assignment. Take turns being
the role model and interviewer. To
simulate the interview with a
stranger, you are paired with
someone you have not talked to
before.
• Together, review the suggested
interview questions on Canvas. (Role
Model Suggested Interview
Questions) and make any changes
you see fit. Apply active listening
through non-verbal cues showing
attention.
• When interviewing, take ample
notes. You will report your findings
to the class.

TELL BACK ACTIVITY

What is the
weirdest dish
you have ever
had?
Discuss with the people around
you
How did the
interviews go?
Interview rehearsal
• This activity will be a rehearsal of
your assignment. Take turns being
the role model and interviewer. To
simulate the interview with a
stranger, pair up with someone you
have barely worked with before.
• Together, review the suggested
interview questions on Canvas. (Role
Model Suggested Interview
Questions) and make any changes
you see fit. Apply active listening
through non-verbal cues showing
attention.
• When interviewing, take ample
notes. You will report your findings
to the class.

Objectives
How to structure your
presentation
• Review of main sections.
• As we go through each point,
think back to your interview.

Worksh
op
(Slides available on Canvas)
 Organize the
information in the
outline format
• Download the outline
document from Canvas to
start.
• Write directly on the
document.
• Take a few minutes each step
to write down the information
Step 1: Introduce
interviewee
• Interviewee Information: Start by writing
down the name and title of the person you
interviewed.
• Example: "I interviewed Jane Doe, a senior
construction project manager.“
• Reason for Selection: Briefly explain why you
selected this individual as your role model.
• Example: "I chose Jane because of her
leadership in managing large-scale
construction projects, which is a career
path I aspire to follow.“
• Interview Context: Include details about
when, where, and how the interview took
place.
• Example: "The interview took place over a
Zoom call on September 15, 2024."
Step 2: Outline the
Career Path
• Key Career Milestones: List the
major career steps or turning points
of your interviewee.
Example: "Jane began as a civil
engineer and transitioned into project
management after completing
several certifications."

• Details on Growth: Include

examples of how their career
progressed.
 • Example: "She earned her PMP
certification and later managed a
large infrastructure project."

Step 3: Highlight
Challenges
• Identify Challenges: Discuss 1–2
major challenges your interviewee
faced in their career.
• Example: "One of Jane’s biggest
challenges was managing her first
project under a tight deadline and
budget constraints."

• Overcoming Obstacles: Write how

they overcame those challenges.
 • Example: "She used strategic
planning and clear communication
to keep the project on track despite
the setbacks."

Step 4: Key Skills

and Advice
• Skills: List the key skills your
interviewee believes are essential
for success in their field.
• Example: "Jane emphasized the
importance of leadership, time
management, and negotiation
skills.”
• Advice for Aspiring Professionals:
Note any specific advice or tips
they provided.
• Example: "Her advice for new
professionals is to always be willing
to learn and adapt to new
technologies."

Step 5: Main
insights
• Main Insights: Write 2–3
important lessons you learned
from the interview.
 • Example: "One key takeaway from
my interview with Jane is the value
of resilience and clear
communication in overcoming
project challenges.“

• Personal Impact: Reflect on how

these lessons will influence your
own career path.
• Example: "Her advice about
continuous learning has inspired me
to pursue further certifications in
project management."

Step 6: Actionable
steps
• Application of Advice: Describe
how you plan to implement the
advice or lessons from the
interview in your own career.
• Example: "I plan to improve my time
management by using project
planning tools Jane recommended.“

• Long-Term Impact: Discuss the

long-term influence this interview
may have on your career.
• Example: "In the long run, I’ll use
the leadership strategies I learned
from Jane to lead my own
construction teams."
PowerPoint/Google
Slides Basics -
Demonstration
• Creating title and content
slides
• Inserting and manipulating
images
• Formatting text and bullet
points
• Arranging elements
PowerPoint/Google Slides
Basics - Demonstration
Task 1: Create Your Title Slide
• Add a title based on your interview and
a subtitle with your name
• Choose a clear font and size
• Insert a background image if relevant
Task 2: Create Your Content Slides (2-3)
• Title will be the main idea in the points
• 2-3 bullet points summarize a key
takeaway from your interview
• Keep points concise and to the point
• Insert an image from interview or a
relevant stock image

PowerPoint/Google Slides
Basics - Demonstration
Task 3: Quotation slide
• Create a new slide, delete the Title box,
and write down a quotation from your
interview.
• Resize text to fill the whole page and
center.
• Add background or accompanying
image (optional).
Peer feedback – Pair
up and
exchange/send
outlines and slides
Volunteer to Explain
Your Outline or
Practice Presentation
• Present your outline and key
points
• Explain how you organized your
content
Or
• Use your outline to practice
delivering your presentation

Outlining each
part of a
speech (take
notes!)
• Introduction
• Body
• Conclusion
How to Listen
Effectively (Part 2)
• 4. Sorting: Organize new
information based on what you
already know.
• 5. Interpreting: Connect verbal
and non-verbal cues to gain
meaning.
• 6. Responding: Thoughtfully
reply to the speaker.
Some forms of
oral
communication
you regularly
use
•Face-to-face conversations.
•Group discussions or
meetings.
•Phone conversations.
•Formal speeches.
• Giving instructions
Write down two
types of oral
communication
you regularly
engage in at school
and work.
For each, write who
do you usually
interact with and
what topics do
you usually cover.
Keep your answers
for a later exercise.
But how are
these different
from each other?
•Face-to-face conversations.
•Group discussions or
meetings.
•Phone conversations.
•Formal speeches.
• Giving instructions
Differences in
purpose and
delivery
• These and other forms vary in:
• Purpose
• Delivery or technique
• Contextual influence
From each
element on your
list, what
differences exist
in how much you
prepare, how do
you project your
voice, and what
tones or styles
do you use?
 Public
Speaking or
Speech
Making
What is public
speaking?
• The act of speaking to a group to
inform, persuade, or entertain.
• Used in everyday work settings:
meetings, presenting ideas, or
leading teams.
• Developing this skill improves
your confidence in the efficiency
of your communication in the
workplace.

General list of
factors to
consider
• Verbal
• Actual words
 • Voice quality

• Non-verbal
• Gestures
• Movement
• Posture
• Eye contact

General list of
factors to
consider
• Verbal
 • Actual words
• Voice quality

• Non-verbal
• Gestures
• Movement
• Posture
• Eye contact
 Think of the last
time you gave a
speech or
presentation to a
known or unknown
audience.
Where was it?
Who was the
audience?
What was the
topic?
 How did you feel?
How did it go?
Time proportions in a
speech
Practice Individual
Mini Speeches
Mini-speech
practice
• Choose a topic from the next
slide.
• Prepare a 1 to 2-minute
speech.
• I suggest three points you can
develop for each topic, but
you can do others.
• This stage is to get our feet
wet and gain exposure to
public speaking, so simply do
your best and have fun!

Mini-speech
practice
1. Your Ideal Weekend Getaway
 • The destination you'd choose.
• Activities you'd engage in.
• Why it's your top choice for relaxation.
2. The Joy of Comfort Food
• Your go-to comfort food.
• A memory associated with it.
• Why it lifts your spirits.
3. The Impact of Music in Your Life
• Your favorite song or genre.
• An emotion or memory it evokes.
• Why music is essential for your well-being.

Recap
• Type of oral communication
activities we regularly
engage in.
• Main differences between
these activities.
• Two types of factors
influencing oral
communication.
Which show or
movie have
you watched
recently or are
currently
watching?
In pairs or trios, share your
answers to the question.

Recap
• Type of oral communication
activities we regularly
engage in.
• Main differences between
these activities.
• Two types of factors
influencing oral
communication.
How do we
assess
persuasive
arguments?
(take notes!)
• The elaboration likelihood model
proposes two main forms of
interpreting persuasive messages:
• Central route
• Peripheral route
• The route taken by the audience
depends largely on motivation
and ability

Central Route
Processing
• Focused on Logic and Evidence
• Audience critically evaluates the message.

• Requires motivation and ability to process

information.

• Key Factors
• Strong arguments and facts are necessary.

• Leads to lasting attitude change.

 Example: A detailed product review persuading a
customer to buy based on technical specifications.

Peripheral Route
Processing
• Based on Surface Cues
• Audience is less motivated or lacks ability
to process information deeply.
• Relies on peripheral cues like emotions,
attractiveness, or credibility of the
speaker.

• Key Factors:
• Simple cues, such as endorsements or
catchy slogans.
• Results in temporary attitude change.
 Example: A celebrity endorsement influencing a
quick decision to buy a product.

When are these

routes used?
• Central Route:
• When the audience is motivated to
engage and can process
information.

• Peripheral Route:
• When the audience is less involved
or distracted.
Practical
implications
• Know Your Audience: Assess
their motivation and ability to
process information.
• Tailor Your Message: Use
detailed explanations and
evidence for the central route.
• Utilize endorsements or visual
aids for the peripheral route.

Practical
implications
• Engage the Central Route
When:
• The topic significantly impacts
the people you work with.
• You have time for in-depth
discussions.
• Engage the Peripheral Route
When:
• Communicating routine
updates.
• Dealing with time-sensitive
information.
In-class Activity:
Advantages of
each route.
• Form groups of 4 to 5. There must be an even
number of groups.
• Half represent the Central Route (focus on
logic, facts, and evidence) and the other half
the Peripheral Route (focus on emotional
appeals, superficial cues).
• Make a persuasive case in a workplace
scenario using the resources of your route.
• Prepare your argument in 8-10 minutes.
• Each group presents their arguments for 2-3
minutes.
 Persuade your
boss or supervisor
to update old
equipment
Flesh out the details creatively!

Considering your
classmates’
pitches…
• Did you get a clear sense of
what the main point of each
was?
• Could you follow along their
main ideas?
Time proportions in a
speech
Introduction
Introduction
• First: attention getter.
• Second: state thesis.
• Third: preview your main
points.

Body
• Roughly 80% of the time.
• You can organize the main
points of your speech into
different “Organization
patterns”.

Conclusion
• 10% of the length.
• Reviews main points and gives
a sense of closure
• A safe way to end speeches is
by thanking the audience for
their attention.
Organizational
Patterns
Activity: Mini-Speech
– Busiest Day
 Organizing
your speech in
an outline
Two truths and
a dream…
Recap
• The ELM proposes two
routes of processing
persuasive messages.
Which are they?
• Generally, when is each
more effective?
• What are four patterns
to organize a speech?

Objectives
What is an
outline?
Why use an
outline?
• Organization: Outlines help you
structure your speech logically, so
the audience can follow your main
ideas.
• Clarity: You avoid wandering off-
topic and stay focused on the
main points.
• Confidence: A clear outline gives
you confidence when delivering
your speech because you know
where you’re going.
An outline is
not:
• Speaker notes: Brief cues or
prompts usually written on
note cards to help you during
your presentation.
• A script: A word-for-word
written version of your
speech.
So, which of the
three are we using
in the assignment
speech?
• Outline: You must create an
outline based on the structure
available on Canvas.
• Speaker notes: You can use
speaker notes at the moment of
presenting. If you do, you will
hand them in after your speech.
• Script: A script is optional. It may
be helpful if it helps you prepare,
but you cannot use it during your
speech.

Outlining each
part of a
speech (take
notes!)
• Introduction
• Body
• Conclusion
The introduction
of a speech
• First chance to make an
impact and only chance to
make a first impression.
• Three Key Elements:
• Attention-Grabber
• Thesis Statement
• Preview of Main Points
Attention-
grabber
• Hooks your audience and keeps
them engaged.
• It should be relevant to the topic,
thought-provoking, or surprising.

Types of
effective
attention-
grabbers
• Ask a relatable rhetorical question.
 • “Have you ever thought about how much
your life can change in just five years?”

• Start with a shocking fact or statistic.

• “Did you know that most people will
change jobs at least three times within
five years?” (I made this up)

Types of
effective
attention-
grabbers
• Tell a brief personal story that leads to
your thesis.
 • “Five years ago, I had no idea how to
balance my work and personal life, but
everything changed after I took on my first
management role.”

• Use a powerful quote.

• “As Maya Angelou once said, ‘You can’t
really know where you are going until you
know where you have been.’”

The core of your

speech: Thesis
statement
• Summarizes the central message
or purpose of your speech.
• Tells the audience the overarching
(big idea) or core argument.

“Over the past five

years, I’ve grown
both personally and
professionally, and
this speech tells the
most meaningful
aspects of my story.”
Preview of main
points: Roadmap to
your speech
• Breaks down the specific key
points you will cover in the body
of your speech.
• It gives your audience a roadmap
of what’s coming and shows how
you will support the thesis.
• Usually comprise 2-3 ideas
described in one short phrase
each.
 “Over the past five
years, I’ve grown
both personally and
professionally, and
this speech tells the
most meaningful
aspects of my story.”
“First, I’ll explain how
learning time
management helped
me balance work and
life. Then, I’ll share
how building
relationships has
opened up new
opportunities for me.
Finally, I’ll discuss
how embracing
challenges pushed me
outside of my comfort
zone and led to
growth.”
“First, I’ll explain how
learning time
management helped
me balance work and
life. Then, I’ll share
how building
relationships has
opened up new
opportunities for me.
Finally, I’ll discuss
how embracing
challenges pushed me
outside of my comfort
zone and led to
growth.”
“First, I’ll explain how
learning time
management helped
me balance work and
life. Then, I’ll share
how building
relationships has
opened up new
opportunities for me.
Finally, I’ll discuss
how embracing
challenges pushed me
outside of my comfort
zone and led to
growth.”
“First, I’ll explain how
learning time
management helped
me balance work and
life. Then, I’ll share
how building
relationships has
opened up new
opportunities for me.
Finally, I’ll discuss
how embracing
challenges pushed me
outside of my comfort
zone and led to
growth.”
General structure if
introductions
• Attention-Grabber:
__
• Thesis Statement:
__
• Preview of Main Points
• __
• __
• __
Final notes before
practice
• You may make some or most
things up.
• Your main points in the preview
must follow from and be
subordinate to the thesis.
• Think that if the thesis is a house,
your main points are the different
rooms.

• At first, following an outline may

feel unnatural. This goes away
with practice, as you begin to
“own” your work.
Think-Pair-Share
• Individually: Choose one of the
topics on the next slide and write
an introduction (only the
introduction!) for a speech about
it. It must clearly include the
three parts: hook, thesis, and
preview. It doesn’t matter if
multiple students choose the
same topic. (4-5 minutes)
• In pairs: Get in small groups of
two or three and take turns
delivering your introductions.
After each person speaks, the rest
of the group tells them if they
could notice the three parts. If
not, the speaker points out what
each were. If they were not
present, the speaker works on
their draft to complete whatever
is missing (1-2 minutes per each
student in the group).

• Whole-class: Three volunteers

share their work with the whole
class.
Choose a topic and
write the
introduction for a
speech about it.
Keep your work for
the next activity
1. The Benefits of a Good Night's Sleep
2. Why We Should Drink More Water
3. How to Make New Friends
4. The Importance of Daily Exercise
5. The Impact of Music on Our Mood
6. Why Spending Time Outdoors is
Healthy
7. How to Stay Positive in Tough Times

Outlining each
part of a
speech (take
notes!)
• Introduction
• Body
• Conclusion
The body of the
speech
• Develops the main points
previewed in the introduction.
• Points are arranged in an
intentional organizational pattern.
• Spatial, chronological or temporal,
topical, cause-effect.
The body of the
speech
• Each main point needs to be
elaborated and supported. Use
examples, stories, or facts from your
own experience to back up your
ideas.
• Add signposts or transition phrases
between each point, such as first,
next, finally, or moving on to...
• “Now that I’ve explained [X], let’s
move on to the importance of
[Y].”
General
structure (write
down!)
• Main Point 1: Your first key idea or
argument.
• Subpoint with details and examples.
(transition)

• Main Point 2: The second major

idea, building on the first.
• Subpoint with details and examples.
(transition)
• Main Point 3: The final main point,
often the most compelling or
important.
• Subpoint with details and examples.
(transition)

Final notes
before practice
• Don’t write a script, but an outline
with the main ideas and subpoints
that will keep you on track as you
speak.
• When delivering, start from the
body, not the introduction.
• Have fun!

Think-Pair-Share
• Individually: Building on the
introduction you wrote, create the
body of your mini speech by
developing the main points.
Include transitions between them.
(5-6 minutes)
• In pairs: Get in small groups of
two or three and take turns
delivering your body. After each
person speaks, the rest of the
group tells them if they could
notice the distinct main points
and transitions between them. If
not, the speaker points out what
each were. If they were not
present, the speaker works on
their draft to complete whatever
is missing (2-3 minutes per
student).
• Whole-class: Three different
volunteers share their work with
the whole class.

Three main
parts of a
speech (take
notes!)
• Introduction
• Body
• Conclusion
The conclusion
of the speech
• Final part of your speech and the last
impression you leave on your
audience.
• A strong conclusion reinforces your
message and ensures your audience
remembers your key points.
• Without a solid conclusion, your
speech may feel unfinished or lack
impact.

Parts of a
conclusion
• Summary of Main Points:
• Recap the key ideas you discussed in the body of
your speech, reminding your audience of the most
important takeaways.

• Mirror image of the preview in the introduction, in

that you now review the main points. Use slightly
different wording.

• Restate Your Thesis:

• Drive home the central message of your speech.

• Use slightly different wording than your original

thesis.

• Memorable Closing Statement:

• Final chance to make an impact! End with a
powerful quote, a call to action, or a thought-
provoking statement.

• It is okay to end with “thank you,” but those

should be the last words, after you have closed
your speech.
Techniques to
create a strong
conclusion
Think-Pair-Share
• Individually: Create the
conclusion of your speech. Include
a review or summary, restate your
thesis, and a closing statement.
Use the intro and body for
reference (5-6 minutes)
• In pairs: Get in small groups of
two or three and take turns
delivering the intro. After each
person speaks, the rest of the
group tells them if they could
notice the distinct parts of a
conclusion. If not, the speaker
points out what each were. If they
were not present, the speaker
works on the draft to complete
whatever is missing (2 minutes
per student).

• Whole-class: Two volunteers will

share their whole speech.
 Formal Outline
Review

Homework
• Go to the “Five-Year Plan - Formal
Outline” assignment page on
Canvas and download the outline
template.
• Read through the sections of the
speech assignment, noting the
specific components in the
introduction, body, and
conclusion.
• On a Word document, use the
template to create and submit a
draft version of your speech.
• Rehearse it and time yourself to
gauge that you are within the
assignment requirements.

Free tutoring at the

AAC, Building 6.
Help with
speeches, writing
assignments, and
more.
 Speech
anxiety, body
language, and
rhetorical
devices
 What is the
weirdest dish
you have ever
had?
Objectives
Speech anxiety
and body language
What is speech
anxiety and why
we experience it?
• Communication apprehension is the
anxiety you may sometimes feel when
faced with an actual or perceived need
to communicate.
• Humans evolved in groups, so we are
hardwired to care about the judgment
of others.
• We perceive public speaking as
involving the risk of social rejection, so
it triggers our “survival mode.”
Survival mode
• The amygdala, sometimes called “lizard
brain,” engages the fight-or-flight
response.
• Our body releases an adrenaline rush,
readying us to overcome (fight) or run
away as fast as possible (flight) from
the threat.

How speech
anxiety can
manifest
• Physical Symptoms:
 • Sweating, dry mouth, shaking hands
• Shortness of breath, tightness in chest

• Psychological Symptoms:
• Feeling exposed, loss of focus, fear of
judgment
• Difficulty in organizing thoughts

Think-Pair-Share
1. Individually: Think of the last
time that an oral communicative
event cause you speech anxiety. It
could be a difficult conversation
with someone close, speaking to a
boss or colleagues, giving a
presentation at school, etc. How did
you feel before and during the
event? Write down as much as you
can remember.

2. In pairs: Get in small groups of

two or three and share your
experiences. Notice what
similarities and differences exist
between your stories.
3. Whole-class: Two volunteers will
share their experience.
 Speech
anxiety
affects our
body
language
through “self-
soothing
behaviors”
Body language—
recap
• Body language refers to the nonverbal signals
we use to communicate. Commonly, we focus
on:
• Facial expressions

• Gestures

• Posture

• Eye contact.

• Body language can enhance or undermine

the message of a speech. Studies show that
up to 70% of communication is nonverbal.
Self-soothing
behaviors and
body language
• Self-soothing behaviors are
unconscious actions we use to calm
ourselves in stressful situations, such
as giving a speech.
• They affect the quality of your body
language, influencing how your
audience perceives you.
• Signal nervousness or discomfort,
potentially undermining your credibility.
• Makes you seem unprepared.
Common self-
soothing
behaviors
(write these down!)
• Touching: Frequently touching one’s face,
hair, or clothing.
• Closed gestures: Crossing arms or legs,
placing one arm across your chest, resting on
your other arm.
• Fidgeting: Moving hands or fingers repeatedly
or consistently manipulating an object.
• Shifting: Constantly changing posture or
position, such as swaying or shifting weight
from one foot to another.
• Avoidance behaviors: Avoiding eye contact by
looking down or away from the audience.

Techniques to calm
the stress
response
• Breath:
• Before you start speaking, take a deep
breath. It helps regulate your nervous
system and center yourself.
• As you speak, remember to take deep
breaths between points. It helps pacing
your delivery, as it forces a pause.

• Visualization:
• Mentally rehearse the speech and
imagine yourself speaking confidently.
Techniques to
replace self-
soothing
(write these down!)
• Instead of...
• Touching, use purposeful gestures to
emphasize your message or just let your
arms rest to your sides.
• Crossing arms, maintain an open posture
with arms at your sides.
• Fidgeting, hold a notecard or rest your
hands gently on a podium or other
surface.
 • Shifting weight, stand with feet hip-width
apart, firmly grounded, and stay there.
• Avoiding eye contact, practice “scanning”
the audience or looking at different parts
of the room.

Another technique
is “power posing”
Mini speech
practice
• Choose a topic from the next slide
and prepare a 1-minute speech.
Follow the basic intro-body-
conclusion outline with two or
three points.
• Write down two specific body
language aspects in which you will
focus during your delivery: eye
contact, gestures/arms relaxed,
etc.
• Before speaking, take a deep
breath and tell your audience us
what your focus is.
• As you speak, practice it very
deliberately: if fidgeting,
consciously keep your hands still;
if shifting, consciously stay
grounded, etc.
• After each speech, the class gives
feedback on how well the speaker
stayed focused on their body
language aspects.

Choose one topic

and prepare a 1-
minute speech
- The most interesting person you know
- Your favorite movie
- A goal you’re working towards
- Your favorite holiday tradition
- A childhood memory
Mini-speech
practice
• Choose a topic from the next slide.
• Prepare a 1-minute speech.
• Choose and write down two specific
body language aspect in which you will
focus during your delivery: eye contact,
gestures/arms relaxed, straight posture
grounded stance, or other.
• Before speaking, tell us what is your
focus.
• After each speech, the class gives
feedback on the speaker’s success
practicing their focus.
 Do you prefer
cats or dogs
(or neither)?
Recap
• What is speech anxiety?
• What are self-soothing
behaviors and what are
some common ones?
• How can we improve body
language?
Objectives
Rhetorical
devices
What are rhetorical
devices?
Why use rhetorical
devices?
Five most
commonly used
rhetorical
devices
Anaphora:
Repetition for
emphasis
• Repetition of the
same word or
phrase at the
beginning of
successive clauses or
sentences.
• Creates rhythm to
reinforce an idea or
generate emotional
momentum.
• Can be powerful in
closing statements.
Example: “We shall fight
on the beaches, we shall
fight on the landing
grounds, we shall fight in
the fields.” Winston
Churchill

Antithesis:
Contrast for
impact
• When two opposing
ideas are placed
side by side in a
parallel structure.
• Highlights contrast and
makes the audience
reflect on the
relationship
between opposing
concepts.
• Effective when
comparing two
choices or
perspectives by
sharpening
distinctions.

Example: “It was the

best of times, it was the
worst of times.” Charles
Dickens
Rhetorical
Question:
Engaging the
Audience
• A question asked for
effect or to make a
point rather than to elicit
an answer.
• Connects with the
audience by inviting
them to think and
reflect.
• Useful to emphasize
key moments or when
transitioning to an
important point.
Example: “Is this the kind
of future we want for our
children?”

Metaphor:
Making the
Abstract
Concrete
• Contrasting two
things by saying that
one is the other to
create a richer
understanding.
• The statement is not
literally true and the
two things are
unrelated outside of
the metaphor.
• Helps the audience
understand complex
ideas by relating them to
something more familiar.
Example: “Time is a thief.”

Alliteration:
Repetition
impact
• Repetition of the
same initial
consonant sounds in
a sequence of words to
emphasize a point.
• Adds a musical
quality to the speech
and makes phrases
more memorable.
• Use sparingly and in
key sections, as it can
make the speech
monotonous.

Example: “Perplexed I
saw his perversion
prevail.”
Tips to
effectively use
rhetorical
devices
• Use devices strategically;
too many can overwhelm
the audience.
• Align with the message
and tone of your speech.
• Practice aloud to hear
how rhetorical devices
influence the rhythm and
engagement.
 • Give it a few tries before
discarding. Writing and
delivering a good
metaphor is like painting
with words.
• Adjust based on audience
awareness to maintain
connection.

Rhetorical Devices
Practice
• Individually: Choose three
rhetorical devices (Cheat sheet on
Canvas) and find sections of your
speech outline in which you can
clearly integrate each device at
least once.

• Small groups: Share your revised

sections giving context, such as
the part of the speech it is in and
how that device makes your
speech more powerful at that
point. Group members give
feedback on the impact and
suggest changes or revisions.
• Whole-class: Share your rhetorical
devices in context.

Before
exchanging
outlines, check
for the following
items:
• Do you consider career, personal, or
combined goals?
• What pattern of organization are you
using?
• Does your introduction forecast main
points that are developed in the body?
• Are there transitions between main
points?
• Does your conclusion mirror the
introduction?

Peer review
guidelines
• A. Introduction:
• Attention-Getter: Does the outline show
how to engage the audience’s attention at
the beginning?
 • Thesis Statement: Is there a clear thesis
statement that introduces the main
purpose of the speech?
• Preview of Main Points: Does the outline
include a clear preview of the main points
that will be covered in the speech?

• B. Body:
• Main Points: Do the main points follow
the preview and are relevant to the
thesis?
• Supporting Evidence: Is there supporting
evidence, examples, or facts for each main
point?
• Transitions: Are there planned transitions
between main points?

• C. Conclusion:
• Summary of Points: Does the conclusion
provide a clear summary of the key points
from the body?
• Memorable Ending: Does the outline
suggest an effective way to leave a lasting
impression on the audience? For example,
is there a call to action, final thought, or a
strong closing statement?

Debrief
Volunteers:
Practice
delivering your
whole speech
or a section to
receive
feedback on
delivery,
timing, and
structure.

Would you
rather be very
cold or very
hot?
Three class
sections
Speech practice
in groups
• Form groups of three and take turns
delivering your speeches.
• Time your classmate and take notes on:
• Introduction: Thesis and preview clearly
stated?
• Body: Points in preview clearly
developed?
• Conclusion: Reviews main points and
concludes memorably?
• Overall, note two things working well and
two that could improve in your
classmate’s speech
• Share the feedback and move on to the
next speaker.
• After everyone has spoken, take a few
minutes to make any adjustments and
prepare to rehearse in front of the
class.

Speech practice
in front of the
class
• Listen to the speeches actively and
write feedback notes on the aspects
below:
• Introduction: Thesis and preview clearly
stated?
 • Body: Points in preview clearly
developed?
• Conclusion: Reviews main points and
concludes memorably?
• Overall, note two things working well and
two that could improve in your
classmate’s speech

• I will randomly call out students to

give feedback, so be ready to share.

Final revisions
and outline
submission
• Finish your speech outline and
compare your work with the rubric on
Canvas.
• Once you have completed self-directed
revisions, I would be happy to read
and comment on your work.
• When you are happy with your outline,
submit it to Canvas and feel free to
leave.
• Don’t leave the class unless you have
submitted your outline.